TEKS Math 5.8
Knowledge and Skills Statement (Standard Cluster)
Geometry and measurement. The student applies mathematical process standards to identify locations on a coordinate plane. The student is expected to: describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the second number, indicates movement parallel to the y-axis starting at the origin; describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane; and graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or found in an input-output table.
Texas Essential Knowledge and Skills for Mathematics
Cluster contents
Student Expectations in This Statement
5.8 is a knowledge and skills statement. These are the student expectations under it.
- 5.8.A
describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with...
- 5.8.B
describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane
- 5.8.C
graph in the first quadrant of the coordinate plane ordered pairs of numbers arising from mathematical and real-world problems, including those generated by num...
Teacher's field guide
What This Cluster Means
What Students Need to Do
- Students identify the axes, origin, and coordinates on a first-quadrant coordinate plane. They plot ordered pairs by moving horizontally for x, then vertically for y. They graph pairs from patterns, tables, and real situations.
What Mastery Looks Like
- Students correctly label the x-axis, y-axis, and origin on a first-quadrant grid. They plot and name ordered pairs accurately, explain horizontal then vertical movement, and graph pairs from tables or patterns.
Common Misconceptions
- Students may reverse the x- and y-coordinates or move up before moving right. They may label the origin as 1, confuse the axes, or place points between grid lines.
How to Assess It
- Give students a blank first-quadrant grid and ask them to label both axes and the origin, then plot (2, 5) and (5, 2). Have them explain each move in words.
Lesson moves
Ways to Teach It
Tape a large coordinate grid on the floor, then have students walk from the origin to ordered pairs called aloud.
Ask students to explain in writing why points (3, 6) and (6, 3) appear in different locations.
Play Coordinate Four-in-a-Row, where partners draw ordered-pair cards, plot points, and try to connect four points.
Give students a map of a school fair, then have them assign and graph coordinates for booths, games, and food stands.
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Printable 5.8 Worksheet
A ready-to-print activity worksheet aligned to 5.8, with an answer key for the teacher on its own page. No account needed.
PDF, US Letter, prints cleanly in black and white.
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Related Standards
- 6.11
The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all f...
- 8.7
The student applies mathematical process standards to use geometry to solve problems
- 7.9
The student applies mathematical process standards to solve geometric problems
- 6.8
The student applies mathematical process standards to use geometry to represent relationships and solve problems
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